Data-Driven Decisions 1

The process of continuous school improvement may be accomplished through data-driven decision making (DDDM).  DDDM is the collection, analysis, and reporting of student assessment data and relevant background information used to guide decisions related to the planning and implementing of instructional strategies in the classroom for individual students toward school improvement (AASA, 2002; Cradler, 2010). The progression towards sustaining continuous improvement utilizing DDDM is cyclic in nature (Boudett, City, & Murnane, 2006). It is imperative schools advance through and repeat the following four-step approach of DDDM in order to perpetuate school improvement.

Step One: Establish a Data Friendly Environment while Reviewing the School’s Improvement Plan

Administrators and staff should collaboratively review the improvement plan to determine the need for and use of data collection (Williamson & Blackburn, 2009). Once the areas in need of improvement have been established, goals must be set to clearly define the school’s direction (Flowers & Carpenter, 2009). As the collective group prioritizes the goals and works through this process, an environment establishing the importance of compiling and using data is created (Ellingsen, 2007). In order to further build a level of comfort during data collection, an administrator will want to help staff become literate in reading assessment reports (Boudett, City, & Murnane, 2006). Therefore, sessions to assist staff in becoming familiar with the various types of data, certain language utilized in data reports, and key concepts are essential to a better understanding.

Step Two: Data Collection

The usage of multiple data sources influences the quality of the data collected (Texas Education Agency, 2009). Therefore, a list of data sources that could be used to make informed decisions about the focus area should be  generated. Once the data presently housed on the campus are located, the group will need to determine how the data can be used to meet the goals. For example, this could include walk-through reports, curriculum guides, lesson plans, and standardized test scores (Williamson & Blackburn, 2009). Additional data pertaining to the focus area may also be collected from teacher, parent, and student surveys.

Step Three: Examine and Discuss the Data

Administrators should engage staff in meaningful dialogue concerning what they see in the data. In-depth conversations surrounding the data can alleviate individual pre-determined notions about what the data show and  will keep everyone focused on examining the results. Questions such as What do the data tell them? Is their school where they want it to be? What do the data not tell them? and What additional information is needed? should be considered during these candid conversations (Flowers & Carpenter, 2009). After analyzing data from each data source, patterns across sources may be observed (Williamson & Blackburn, 2009), after which a shared examination of campus instruction should ensue. A discussion of effective instructional practices along with assistance to staff in the examination of what is happening on the campus can be compared to the kind of effective instruction needed for continuous improvement (Boudett, City, & Murnane, 2009).

We also need to BREAK DOWN the data to reveal results withing specific groups in the school community -- grade-level, race, ethnic groups, special ed, ELL, gender, etc

Step Four: Construct the Plan and Evaluate Progress

Develop short-term and long-term goals indicating where the campus would like to be in the area of concern  within the next 1-5 years. When creating the action plan, administrators and staff should ascertain what resources are available to help reach the goals, select strategies that will lead to achieving the campus needs, and identify professional development activities necessary to provide support in the implementation of the strategies (Boudett, City, & Murnane, 2006; Flowers & Carpenter, 2009). Finally, consider how progress will be measured. Formative and summative evaluations should occur throughout the year to assess any successes or deficiencies of the plan that need to be addressed.